2. Digital Photo Story - Utilizing - After Reading Strategy
Technology
·Rationale: I used the utilizing after-reading strategy with book reports because I wanted students to be able to summarize their book’s plot and to use technology to complete this strategy.Students were assigned to make their book summaries in pictures, music, and text that they insert onto the pictures.
·Courses in which it could be implemented: This reading strategy could be used in a variety of classrooms.History students could summarize the life of an important person in history, or a time period.
·Diverse learners: Students who are kinesthetic or visual learners have a great time digital photo stories and do very well.For students who do not like to read , but like to use technology, the digital story lesson is a great motivator for reading more books. There is great interest in this strategy because students are able to choose their own music and a vairety of pictures to illustrate their story.
·Procedure: 1. I explain students will be doing book summaries on the computer through Photo Story 3.I have students think/brainstorm books they have read in the past.It may be a book read in school, or at home. There over night assignment is to pick a book already read for their book summaries. Students the next day write on 3 x 5 cards the book title and author they would like to do a digital story on.
2.I use the LCD and laptop to model and example of a Photo Story I did on a book most of the classes have read in class already:Roll of Thunder, Hear My Cry, by Mildred Taylor.I show them a brief overview of Photo Story 3 and explain that they can start putting pictures together from google images, and music from other sources like their ipods, or www.beemp3.com or www.freeplaymusic.com and if they have a flash drive they can start saving pictures and music on it.The music and pictures must tell the story of their bookThe flash drive, if they choose to use on to start early, must be large enough to accommodate pictures and music.
3.I conduct a mini-lesson on how to summarize.We had just finished the non-fiction, short story, from their lit books, “Running Brook of Horrors,” that has a worksheet activity page on summaries and we do this first.Then we do the mini-lesson on writing summaries. I explain that summaries of their books in pictures must be in order of event, but other pictures can be inserted to symbolize or be metaphors for the message or meaning the author is trying to portray.
4. Students’ assignment is to bring in their book for the next day or a summary copied from the Internet so that they can make notes on their summary pages I’ll be giving them to complete in class the next day.
5.The next day, I give students a summary handout guide that they must complete on their book which includes character, setting, and plot questions. They should have brought in their books and/or summary pages. We go over this together and they fill it out in class. They have an area on the summary page for quotes and music they may want to use in their digital stories. The completed summary page must be handed in with their rubrics that I give them showing what I expect in their digital stories.Points are deducted if digital story is not presented with a rubric and written summary of book first.Then I tell students to make sure that they have at least 15 pictures, 4 transition pictures, and 4 pictures at least with text they have written.Pictures must be copies from actual size to insure clear photos in digital stories.
6.Students the next day begin working on Photo Story 3.I give another quick overview on importing pictures and to make sure they save them in their pictures folder so they can recognize them.Also, they must save their Photo Story often and both in Media Player and as a Photo Story document each time they work on it.
7.For a full week students can work on their project while I help students.I encourage other students to help as well.Some students bring in ipods with plugs to the laptops.I explain that the ipods must ONLY be used in this class and must be put away at all times, otherwise.
8.Presentations of the photo stories take place the next week.The rubric and summary must be in my hands prior to the presentation and then students can begin.If they are lost 5 points are lost for the rubric and 25 points are lost for the summary unless they rewrite it.The project is worth 100 points.
9.Before the Photo Story is started students can either use their summary to give the name of the book, author of the book, and a brief plot of the book or do it from memory, but something must be told to us prior to showing photo story so that we can follow the pictures and music.The pictures and music must follow the plot of the story.
·Potential Issues: There were certain problems the very first time I undertook this reading strategy.They were all solved though.First, we always have to take in to consideration the fact that there may be computer problems.A button on the side of the mobile lab laptops sometimes gets moved and students get off line without knowing.They are unable to get to the Internet and the server and can’t find their documents.Theway to solve that problem is to shut down and move the left side button to the front toward them and log back in.Another problem is saving documents/pictures where they can’t find them.They must make sure they are aware of where they are saving them.I’d save to their name under the server.Some students like to play with the music aspect, using ear phones, etc. and do not move forward with the assignment as they should.The teacher must be on hand and moving around to make sure students are focused on what is actually important, not just listening to music.The first time I undertook this project, I also had students who didn’t understand how to get music and I actually had students helping each other and it was very inspiring seeing them learn from each other.Also, when we presented these the first time I taught this lesson, we didn’t do a brief explanation before the presentation actually started, next time we will.That way all students know what the book title is, the author’s name, and a little about the plot.Still, students were able to write down the books their peers presented on, that they thought they’d like to read.Students literally loved this lesson.They were able to make so many of their own choices:the book, the pictures, the story telling, the music, the text.They want to do it again, and I used it as a motivational reading technique and told them they had to read another book first.
·References (Bibliography Information & Cross reference the Resource Binder):
Content Area Reading 465 per Darci Harland, modeled Digital Photo Story usage for a reading strategy. (2009).
(see download in #2 below).
Technology
· Rationale:
I used the utilizing after-reading strategy with book reports because I wanted students to be able to summarize their book’s plot and to use technology to complete this strategy. Students were assigned to make their book summaries in pictures, music, and text that they insert onto the pictures.
· Courses in which it could be implemented:
This reading strategy could be used in a variety of classrooms. History students could summarize the life of an important person in history, or a time period.
· Diverse learners:
Students who are kinesthetic or visual learners have a great time digital photo stories and do very well. For students who do not like to read , but like to use technology, the digital story lesson is a great motivator for reading more books. There is great interest in this strategy because students are able to choose their own music and a vairety of pictures to illustrate their story.
· Procedure:
1. I explain students will be doing book summaries on the computer through Photo Story 3. I have students think/brainstorm books they have read in the past. It may be a book read in school, or at home. There over night assignment is to pick a book already read for their book summaries. Students the next day write on 3 x 5 cards the book title and author they would like to do a digital story on.
2. I use the LCD and laptop to model and example of a Photo Story I did on a book most of the classes have read in class already: Roll of Thunder, Hear My Cry, by Mildred Taylor. I show them a brief overview of Photo Story 3 and explain that they can start putting pictures together from google images, and music from other sources like their ipods, or www.beemp3.com or www.freeplaymusic.com and if they have a flash drive they can start saving pictures and music on it. The music and pictures must tell the story of their book The flash drive, if they choose to use on to start early, must be large enough to accommodate pictures and music.
3. I conduct a mini-lesson on how to summarize. We had just finished the non-fiction, short story, from their lit books, “Running Brook of Horrors,” that has a worksheet activity page on summaries and we do this first. Then we do the mini-lesson on writing summaries. I explain that summaries of their books in pictures must be in order of event, but other pictures can be inserted to symbolize or be metaphors for the message or meaning the author is trying to portray.
4. Students’ assignment is to bring in their book for the next day or a summary copied from the Internet so that they can make notes on their summary pages I’ll be giving them to complete in class the next day.
5. The next day, I give students a summary handout guide that they must complete on their book which includes character, setting, and plot questions. They should have brought in their books and/or summary pages. We go over this together and they fill it out in class. They have an area on the summary page for quotes and music they may want to use in their digital stories. The completed summary page must be handed in with their rubrics that I give them showing what I expect in their digital stories. Points are deducted if digital story is not presented with a rubric and written summary of book first. Then I tell students to make sure that they have at least 15 pictures, 4 transition pictures, and 4 pictures at least with text they have written. Pictures must be copies from actual size to insure clear photos in digital stories.
6. Students the next day begin working on Photo Story 3. I give another quick overview on importing pictures and to make sure they save them in their pictures folder so they can recognize them. Also, they must save their Photo Story often and both in Media Player and as a Photo Story document each time they work on it.
7. For a full week students can work on their project while I help students. I encourage other students to help as well. Some students bring in ipods with plugs to the laptops. I explain that the ipods must ONLY be used in this class and must be put away at all times, otherwise.
8. Presentations of the photo stories take place the next week. The rubric and summary must be in my hands prior to the presentation and then students can begin. If they are lost 5 points are lost for the rubric and 25 points are lost for the summary unless they rewrite it. The project is worth 100 points.
9. Before the Photo Story is started students can either use their summary to give the name of the book, author of the book, and a brief plot of the book or do it from memory, but something must be told to us prior to showing photo story so that we can follow the pictures and music. The pictures and music must follow the plot of the story.
· Potential Issues:
There were certain problems the very first time I undertook this reading strategy. They were all solved though. First, we always have to take in to consideration the fact that there may be computer problems. A button on the side of the mobile lab laptops sometimes gets moved and students get off line without knowing. They are unable to get to the Internet and the server and can’t find their documents. The way to solve that problem is to shut down and move the left side button to the front toward them and log back in. Another problem is saving documents/pictures where they can’t find them. They must make sure they are aware of where they are saving them. I’d save to their name under the server. Some students like to play with the music aspect, using ear phones, etc. and do not move forward with the assignment as they should. The teacher must be on hand and moving around to make sure students are focused on what is actually important, not just listening to music. The first time I undertook this project, I also had students who didn’t understand how to get music and I actually had students helping each other and it was very inspiring seeing them learn from each other. Also, when we presented these the first time I taught this lesson, we didn’t do a brief explanation before the presentation actually started, next time we will. That way all students know what the book title is, the author’s name, and a little about the plot. Still, students were able to write down the books their peers presented on, that they thought they’d like to read. Students literally loved this lesson. They were able to make so many of their own choices: the book, the pictures, the story telling, the music, the text. They want to do it again, and I used it as a motivational reading technique and told them they had to read another book first.
· References (Bibliography Information & Cross reference the Resource Binder):
Content Area Reading 465 per Darci Harland, modeled Digital Photo Story usage for a reading strategy. (2009).
(see download in #2 below).
Tina's Own Development, (2009). Technology integrated into an After Reading - Utilizing Reading Strategy with
Photo Story 3 downloaded free from Microsoft Word, (originally modeled in 465 Content Area Reading per Darci Harland).
o www.download.com/**Photo**-**Story**-3-for-Windows/3000-12511_4-10339154.html
My personal Roll of Thunder, Hear My Cry model of a Photo Story in my saved documents.
Music for free websites in additon to the music that is on Photo Story 3:
www.beemp3.com
www.freeplaymusic.com
Digital Photo Story Rubric:
o www.cpsb.org/resources/cbt/CBT_06-07/station%20activites/Anchoring/ppt_**rubric**.doc
(I made a few changes to the rubric requiring 4 transitions, 4 pictures with text they wrote, and a minimum of 15 pictures.)
Tina's Own Development for use with Digital Photo Stories. (2009). Digital Photo Story Summary Page.
Tina's Own Mini-lesson on writing summaries. (2009).
(**All Cross Referenced in the E-porfolio Reading in the Content Area 465 Reading Strategies Resource Binder.)